Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First through Fourth Grade

Autor/inn/en	Vukovic, Rose K.; Siegel, Linda S.
Titel	Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First through Fourth Grade
Quelle	In: Learning Disabilities Research & Practice, 25 (2010) 1, S.25-38 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
Schlagwörter	Mathematics Achievement; Short Term Memory; Grade 4; Student Characteristics; Grade 1; Grade 2; Grade 3; Elementary School Students; Elementary School Mathematics; Cognitive Ability; Academic Ability; Longitudinal Studies; Learning Problems; Low Achievement; Comparative Analysis; Computation; Problem Solving; Numeracy; Reading Skills; Mathematical Concepts; Phonological Awareness; Decoding (Reading); Cognitive Processes; Mathematical Logic + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kurzzeitgedächtnis; School year 04; 4. Schuljahr; Schuljahr 04; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Denkfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernproblem; Unterdurchschnittliche Leistung; Problemlösen; Rechenkompetenz; Reading skill; Lesefertigkeit; Dekodierung; Cognitive process; Kognitiver Prozess; Mathematical logics; Mathematische Logik
Abstract	This longitudinal study investigated the academic and cognitive characteristics of persistent mathematics difficulty (MD-p) from first to fourth grade. Ninety-nine children were retrospectively categorized into one of three groups: MD-p, transient mathematics difficulty (MD-t), or typically developing. MD-p was defined as persistently low mathematics achievement (less than or equal to 25th percentile) in at least 2 years from first to fourth grade. The results indicated that the MD-p group was more likely than other groups to have deficits in calculation, practical problem solving, number facts, and reading. In terms of cognitive characteristics, MD-p was specifically characterized by deficits in math concepts and phonological decoding, though there was some evidence for the involvement of working memory, processing speed, and numerical reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10